共查询到20条相似文献,搜索用时 15 毫秒
1.
This commentary first summarizes and discusses the analysis of the two translation processes described in the Oliveira, Colak,
and Akerson article and the inferences these researchers make based on their research. In the second part of the commentary,
we describe procedures and criteria used in adapting tests into different languages and how they may apply to adaptation of
instructional materials. The authors provide a good theoretical analysis of what took place in two translation instances and
make an important contribution by taking the first step in providing a systematic discussion of adaptation of instructional
materials. Our discussion proposes procedures for adapting instructional materials for examining equivalence of source and
target versions of adapted instructional materials. We highlight that many of the procedures and criteria used in examining
comparability of educational tests is missing in this emerging research of area.
相似文献
Kadriye ErcikanEmail: |
2.
Sreyashi Jhumki Basu Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not
go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality
to understand science learning.
相似文献
Angela Calabrese BartonEmail: |
3.
Bringing the Classroom to the Web: Effects of Using New Technologies to Capture and Deliver Lectures
Technology expands instructional options for faculty, and this study examines the differential learning effects of offering
a lecture on physics to students in a traditional classroom versus internet video formats. Based on an experiment conducted
in a natural educational context, results indicate enhanced transfer of lecture information in the video formats relative
to the live condition, with students also responding more positively to personalized video presentation.
相似文献
Eric L. DeyEmail: |
4.
This article reports on the development of a methodology that integrates virtual and hands-on inquiry in a freshman introductory
biology course. Using a two time × two order-condition design, an effective combination (blend) of the two environments was
evaluated with 39 freshman biology participants. The quantitative results documented no significant effect of presentation
order but demonstrated a significant effect of the combined learning experience. The qualitative results showed a strong preference
by students for the virtual work preceding the hands-on laboratory. The study provides practitioners an effective alternative
to traditional instructional practices by combining virtual and hands-on inquiry learning.
相似文献
Lisa R. LudvicoEmail: |
5.
Katy Campbell Richard A. Schwier Richard F. Kenny 《Educational technology research and development : ETR & D》2009,57(5):645-663
This paper offers an emerging interpretive framework for understanding the active role instructional designers play in the
transformation of learning systems in higher education. A 3-year study of instructional designers in Canadian universities
revealed how, through reflexive critical practice, designers are active, moral, political, and influential in activating change
at interpersonal, professional, institutional and societal levels. Through narrative inquiry the voices of designers reflect
the scope of agency, community and relational practice in which they regularly engage with faculty in institutions of higher
learning.
Katy Campbell is a professor and Dean in the Faculty of Extension, University of Alberta, Edmonton, AB, Canada. Richard A. Schwier is a professor of Educational Communications and Technology in the College of Education, University of Saskatchewan, Saskatoon, SK, Canada. Richard F. Kenny is an associate professor, Centre for Distance Education, Athabasca University, Athabasca, AB, Canada. 相似文献
Richard F. KennyEmail: |
Katy Campbell is a professor and Dean in the Faculty of Extension, University of Alberta, Edmonton, AB, Canada. Richard A. Schwier is a professor of Educational Communications and Technology in the College of Education, University of Saskatchewan, Saskatoon, SK, Canada. Richard F. Kenny is an associate professor, Centre for Distance Education, Athabasca University, Athabasca, AB, Canada. 相似文献
6.
Faculty experiences of innovative approaches to learning and the changes to their knowledge emerging from such experiences
constitute an important area of inquiry that has to date largely been ignored or has been approached with research methods
ill-suited to examining such experiences. This paper adopts interpretative meta-ethnography as its research framework to investigate
the changes to faculty knowledge that occur when they adopt problem-based learning (PBL). The paper presents themes that emerged
through the analysis and argues for future inquiry.
相似文献
Claire Howell MajorEmail: |
7.
Ikseon Choi Kyunghwa Lee 《Educational technology research and development : ETR & D》2009,57(1):99-129
This design-based research study is aimed at two goals: (1) developing a feasible case-based instructional model that could
enhance college students’ ill-structured problem solving abilities, while (2) implementing the model to improve teacher education
students’ real-world problem solving abilities to deal with dilemmas faced by practicing teachers in elementary classrooms.
To achieve these goals, an online case-based learning environment for classroom management problem solving (CBL-CMPS) was
developed based on Jonassen’s (in: Reigeluth (ed.) Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, 1999) constructivist learning environment model and the general process of ill-structured problem solving (1997). Two successive
studies, in which the effectiveness of the CBL-CMPS was tested while the CBL-CMPS was revised, showed that the individual
components of the CBL-CMPS promoted ill-structured problem solving abilities respectively, and that the CBL-CMPS as a whole
learning environment was effective to a degree for the transfer of learning in ill-structured problem solving. The potential,
challenge, and implications of the CBL-CMPS are discussed.
相似文献
Ikseon ChoiEmail: |
8.
In this article, themost relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and instructional designers do not need to develop special computerized instruction for older adults. Rather, existing principles of general instructional and multimedia design can be evaluated and used to accommodate the needs of elderly learners. Particular attention is given to John Sweller’s Cognitive Load Theory (CLT) and Richard Mayer’s Cognitive Theory of Multimedia Learning (CTML). It is argued that these instructional theories bear important benefits for older learners because they support an efficient use of available cognitive resources. New research directions are suggested to test the implications of these theories for learning in old age.
相似文献
Pascal W. M. Van GervenEmail: |
9.
Monica W. Tracey 《Educational technology research and development : ETR & D》2009,57(4):553-571
This is a report of one case of a design and development research study that aimed to validate an overlay instructional design
model incorporating the theory of multiple intelligences into instructional systems design. After design and expert review
model validation, The Multiple Intelligence (MI) Design Model, used with an Instructional Systems Design (ISD) Model, was
tested for use by four practicing instructional designers. Instruction developed for learners using this model was then evaluated
measuring post-test and attitudinal scores with 102 participants. This report also provides a reflection on the lessons learned
in conducting design and development research on model validation. The procedures and findings have implications for the processes
involved in instructional design model validation through designer use and program implementation.
相似文献
Monica W. TraceyEmail: |
10.
Fengfeng Ke Christopher Hoadley 《Educational technology research and development : ETR & D》2009,57(4):487-510
This article reviews recent evaluation studies of online learning communities to provide a systematic understanding of how
such communities are evaluated. Forty-two representative studies were selected and categorized into a newly developed taxonomy
of online learning community evaluations. This taxonomy is divided into four components: evaluation purpose, evaluation approach,
measures for evaluation, and evaluation techniques. The findings suggest that it is inappropriate to conceptualize evaluation
of such communities as a one-size-fits-all, generalizable measure of “good” or “bad.” Instead, we recommend a comprehensive,
on-going, diagnostic approach to measuring clusters of indicators, or syndromes, of a particular OLC and examining the causal relation assumed by the evaluators between what is measured and the success
of OLC as an imputed outcome.
Fengfeng Ke is an assistant professor of Instructional Technology in the Organizational Learning and Instructional Technology Program at University of New Mexico. Her research has focused on computer-supported collaborative learning, educational gaming and simulations for instructional purpose. Christopher Hoadley is an associate professor of Educational Communications and Technology at New York University. He designs, builds, and studies ways for computers to enhance collaboration and learning. 相似文献
Christopher HoadleyEmail: |
Fengfeng Ke is an assistant professor of Instructional Technology in the Organizational Learning and Instructional Technology Program at University of New Mexico. Her research has focused on computer-supported collaborative learning, educational gaming and simulations for instructional purpose. Christopher Hoadley is an associate professor of Educational Communications and Technology at New York University. He designs, builds, and studies ways for computers to enhance collaboration and learning. 相似文献
11.
12.
The d’Arbeloff Interactive Mathematics Project or d’AIMP is an initiative that seeks to enhance and ultimately transform the
teaching and learning of introductory mathematics at the Massachusetts Institute of Technology. A result of this project is
a suite of “mathlets,” a carefully developed set of dynamic computer applets for use in the university’s ordinary differential
equations course. In this paper, we present the rationale for such computer innovations, the philosophy behind their design,
as well as a discussion of their careful development and implementation. Survey results are reported which yielded positive
student feedback and suggestions for improvement.
相似文献
Haynes R. MillerEmail: |
13.
Akiko Yamazaki 《Children‘s Literature in Education》2008,39(4):305-313
This article examines three novels which use stories of elves—especially the ballad “Tam Lin”—as pre-texts, and contemplates
how they explore the issue of Otherness. The three novels are The Sterkarm Handshake by Susan Price, Cold Tom by Sally Prue, and Fire and Hemlock by Diana Wynne Jones. Although the novels seem to be about elves as Other, they can be read as observations on human nature
and human relationships. The article speculates on how encounters with the Other illuminate what humans are like and how these
contacts affect the human characters by making them see themselves in a different light.
相似文献
Akiko YamazakiEmail: Email: |
14.
Thomas F. Patterson Jr. 《Innovative Higher Education》2007,32(2):71-84
From 1980 to 1995, the University of Western Sydney at Hawkesbury (formerly Hawkesbury Agricultural College) in Richmond,
New South Wales, Australia, pioneered an innovative undergraduate degree in Systems Agriculture based on experiential education,
systems thinking, and adult learning theory. Today this program is in trouble and has reverted back to a more traditional
teacher-directed approach. This article discusses the rise of the innovative education paradigm at Hawkesbury, the unique
Systems Agriculture program itself, and its eventual decline. Reasons for both the shift to innovative education and its eventual
downfall are explored. Implications for institutions of higher education contemplating innovative educational approaches are
suggested.
相似文献
Thomas F. Patterson Jr.Email: |
15.
Annalisa Sannino 《Journal of Educational Change》2008,9(4):329-338
This article examines why an initially successful innovative pedagogical practice was not sustained. The innovative practice
was a computer-mediated activity known as Fifth Dimension (5D) within a collaborative project between a university and a local
elementary school. The analysis identifies conflicts and transitional actions which prevented participants from continuing
the 5D and yet reveal that the 5D had an impact on the participants’ dominant activities. The analysis provides grounds for
rethinking the sustainability of innovations in school as a process of interplay between dominant and non-dominant activities
which includes conflicts and almost unnoticeable transitional actions.
相似文献
Annalisa SanninoEmail: |
16.
We empirically explored whether academics from pure/soft and pure/hard fields engage in reflective practice on teaching differently
and, if so, whether these differences could be partially explained by the epistemological structure of their discipline. Interview
data from academics in pure/hard (N = 30) and pure/soft fields (N = 10) were deductively analyzed according to different types and domains of reflection as well as the nature of learning
underlying these reflections. The greatest differences between the two groups were found with respect to reflection on core
beliefs as well as within the domain of educational goals and purposes, both being more common in soft fields. Soft and hard
fields engaged in instrumental, communicative as well as emancipatory learning about teaching but to different degrees. We
propose that teaching expertise requires a disposition to engage in reflection on core beliefs, particularly but not exclusively
within the domain of goals and purposes, the latter involving both communicative and emancipatory learning. The theoretical
and practical implications of the study are discussed.
相似文献
Carolin KreberEmail:
17.
18.
Fredrick D. Pociask Gary R. Morrison 《Educational technology research and development : ETR & D》2008,56(4):379-399
In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention
in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students.
The modified instruction group received a modified unit of instruction designed to reduce cognitive load, while the control
group received a traditionally designed unit of instruction. Four hypotheses were tested relating to achievement on cognitive
and psychomotor tests, ratings of cognitive load, and task completion times. The multivariate analysis yielded significant
results for three of the four hypotheses (ES = +0.52). As predicted, the participants receiving the modified instructional
materials scored significantly higher on the written post-test and psychomotor tasks, while reporting a lower level of cognitive
load on both tasks. These results suggest that designers can increase the germane cognitive load by reducing the extraneous
cognitive load through good instructional and message design practices.
相似文献
Gary R. Morrison (Corresponding author)Email: |
19.
A Reconsideration of Cognitive Load Theory 总被引:6,自引:1,他引:5
Cognitive load theory has been very influential in educational psychology during the last decade in providing guidelines for
instructional design. Whereas numerous empirical studies have used it as a theoretical framework, a closer analysis reveals
some fundamental conceptual problems within the theory. Various generalizations of empirical findings become questionable
because the theory allows different and contradicting possibilities to explain some empirical results. The article investigates
these theoretical problems by analyzing the conceptual distinctions between different kinds of cognitive load. It emphasizes
that reduction of cognitive load can sometimes impair learning rather than enhancing it. Cognitive load theory is reconsidered
both from the perspective of Vygotski’s concept of the zone of proximal development and from the perspective of research on
implicit learning. Task performance and learning are considered as related, but nevertheless fundamentally different processes.
Conclusions are drawn for the further development of the theory as well as for empirical research and instructional practice.
相似文献
Wolfgang SchnotzEmail: |
20.
Catherine Milne Susan Kirch Sreyashi Jhumki Basu Mary Leou Pamela Fraser-Abder 《Cultural Studies of Science Education》2008,3(2):417-434
We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our
discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss
conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual
change research for the teachers and students with whom we work.
相似文献
Catherine MilneEmail: |